Introduction and goal: One of the fundamental challenges of the education system is ensuring sustainable financial resources for the effective management of schools. This study aimed to identify the components of school financial resource provision by exploring principals’ lived experiences in this domain.
Research methodology: This research was conducted using a phenomenological approach. Data were collected through semi-structured interviews with 20 school principals, and interviews continued until theoretical saturation was reached. Data were analyzed using thematic analysis based on Colaizzi’s method. To ensure the rigor and trustworthiness of the findings, Lincoln and Guba’s (1985) criteria were applied, focusing on the indices of credibility and transferability.
Findings: The findings indicated that school principals, when faced with budgetary constraints, employed innovative strategies to secure financial resources. Resource provision strategies were categorized into five dimensions—managerial, social, economic, institutional, and educational—each comprising three components. Key components identified by participants included public participation, attracting charitable support, leveraging school capacities, engaging with local institutions, and cooperating with governmental organizations.
Conclusion:. According to the principals, constructive engagement with families and social institutions plays a crucial role in resource mobilization and improving educational quality. Furthermore, the findings highlight that success in securing school finances largely depends on principals’ communication skills, negotiation capacity, and managerial creativity.